Before we can look at the events of World War II in the Pacific and begin to understand the contents of the Rape of Nanking, we must first examine the underlying cause of misunderstandings and hostilities that were simmering between the USA and the Empire of Japan. Our first lesson will explore the events leading up to and including the seizure of Manchuria by Japan in 1931.
Readings for this unit:
pp. 204-14 - "Japan and the United States at War"
pp. 376-387 - "Korea: Liberation, Division and War, 1945-53"
Lesson I Events Leading to the Manchurian Crisis
Guiding question:
What accounts for the growing hostility that had developed between the United States and Japan by the early 1930s?
Classroom Activities (Course work and Participation grades)
The United States, Japan, and the 'Open Door in China' (Participation)
In groups (Groups 1 to 6) answer at least one question posed on the question section of the document.
Japan's Grievances (Participation and Course Work)
In your groups create 3 cartoons...however you wish...that illustrate the concerns made in the two documents enclosed here. Consult with teacher.
Must be presented and explained.
The United States and the Manchurian Crisis
N.B. the Kellogg-Briand Pact (1929) was an international agreement which ultimately forbade the use of 'aggressive war' (However that be defined).
Go to America on the Sidelines Asian Theater and go through the interactive game. Take notes as you do regarding action to take and not take.
Read the document from Secretary of State Henry Stimson (called the Stimson Doctrine).
In your group come up with a solution to the problem involving action to be taken by (or no action):
This marks the second war fought between China and Japan in less than fifty years. This war, though, lasted considerably longer with far more casualties roughly 10 million Chinese died in this conflict alone. As well, during this war and the one Japan fought in the Pacific several incidents of crimes against humanity and against the Geneva Convention were committed by the Japanese military. The Rape of Nanking and the forced sexual servitude of young women in occupied territories are just two of the atrocities which took place at this juncture in history.
How should war crimes and human rights violations during war being addressed when said conflict has ended?
Task 1 Think/Pair/Share
Part I
Take 10 minutes to jot down your answers to the following questions. Think deeply about these questions; today in The Hague and elsewhere men and women are on trial for war crimes.
Are there rules for war?
If there are rules for war, who makes them?
Who ensures that the rules are followed?
What happens if the rules are not followed?
Part II
Share your answers with your group (Groups will have been assigned). Form a document using Google Doc that you will share your collective responses to these questions with me. Then, with your group read through Handout 1.1 War Crimes and International Law. A more detailed document appears in the International Red Cross web site. Now that you have this document in your hands, consider your group's decision on the aforementioned questions. Are there any changes that you wish to make? Again, let me know.
Part III Looking into the War Crimes of the Japanese Imperial Army
This marks the true start to our focus and why we are using the book Rape of Nanking. We will now begin to examine Japan's war crimes. Naturally this is a challenging part of the course and what you will read and have read may have been very upsetting to you. The revelation of crimes is essential if we are to proceed to take the right action and have the right mind in resolving the issues revealed in these crimes.
Look at the Handouts 2.2 The Rape of Nanking and Other Atrocities, 1.3 Nanking Massacre, and 1.4 Sexual Slavery.
Groups then will create a chart using Google Doc (shared and shared with me) whereby you identify at least four war crimes committed by Japan and the international laws which oppose those crimes.
To prepare for our discussion each group will have the remainder of this class and about one half hour of next to generate some ideas to the directing questions below. These should act as a review for you. The same system of grading will be used for this and will be prepared ahead of the date for the Fishbowl Discussion on Japan's War Crimes. Some - not necessarily 'all' - of these questions should be addressed in your fishbowl.
Identify some of the problems and issues of atrocities.
What concerns you most of the atrocities described in the articles and in RON? Explain your reasons?
How did those that set up the International Safety Zone try to help the people of Nanking? What possible risks did the members of the Safety Zone face? How do you think you would react in this situation?
Think about all of the atrocities described. What would allow such atrocities to happen?
What lessons can be learned from the study of these historical events?
II.) Presentation of discussion.
We have six groups presenting. The first 20 minutes of class on this day will be allocated to having Group 1 discuss while Group 2 evaluates (10 minutes each). The same goes for Groups 3 & 4, 5 & 6. These discussions will be going on simultaneously. Then we will bring the entire class together for the the next 10 (or more minutes).
Finally, I will be asking that you do a little self-assessment of your preparation and performance in this fishbowl.
Korean Involvement in World War II
Some Korean people had a role to play within the Japanese military. Below are some links to some sources of information. Have a look at the wikipedia site (I know, we should not be using this as a source for academic work, but it is a place to start). There is not a lot of readily available material on this topic on the internet - at least in the short period of time I allocated to research. That said, though, there is sufficient reason to conclude that participation by some Korean men in the Japanese military resulted in their being tried, and in some cases convicted of war crimes (Class B and C primarily).
The Marmot's Hole - This is a blog (Blogs are opinions, but the links on this site are to Korean news which describes the Korean Truth Commission which ultimately cleared many Korean war criminals in 2006. This, no doubt, created (still creates?) quite a stir among some. Your feelings regarding this should also be examined during your Fishbowl discussion.
Mochi Thinking - This is another blog (my apologies) the author, though, presents a well articulated argument against the Truth Commission's decision to clear those Korean men that were convicted of war crimes. His writing is sound and he has no bones to pick with Koreans per se (something I cannot say about the author of the Marmot's Hole). That said, though, he provides what I feel is a balanced perspective on the culpability of some who served in the Japanese Imperial Army.
I sincerely want you to thoroughly digest the information presented in these website for two very important reasons. First, you need to examine war crimes and how we decide on guilt. Here lies on of our biggest challenges; Could Koreans in the Japanese military actually be found guilty of crimes when they were possibly coerced into joining the Japanese military? Second, the seeds of the Korean War were sown during the Japanese Annexation of Korea. What began in 1910 fomented diverse Korean responses as expressed by communist nationalists and right-wing nationalists. It is all to easy to simply blame the division of the peninsula on Soviet and American policies. Certainly this is true, but to assume that in their absence the post-colonial period in Korea would have been peaceful and unified doesn't follow from the animosities generated during the colonial period. Thus, to understand the causes of the Korean War you must know about this era.
The Korean War
Rhee Syngman, General Douglas MacArthur, General Hodge
Introduction
The Korean has great significance to our studies for a few reasons. It was the first conflict involving the United Nations as a 'peace making' force. This truly was significant because one of the failures identified for the fall of the League of Nations was its lack of taking definitive action against agressor nations such as Japan (see above). As well, Korea represented one of those places that actually became a 'hot war' during the Cold War. It was, in no small way, a war fought by or for the super-power rivals of the Cold War, the USA and the Soviet Union. Essentially the Korea War is referred to as a proxy war of sorts. It is a war where a super-power fights an ally of its opposing rival. The Vietnam War is a better example of this, though. As well, the Korean War was also a limited war. That is, despite the threats otherwise to make this a far larger war in scope and character by some leaders in it, i.e. General Douglas MacArthur, the war was almost exclusively fought on the Korean peninsula. Finally, and for some of you, most importantly, this is a war that separated brother from brother. A war that destroyed trust and a chance for harmonized economic, political and social growth as a unified state of the Korean people. The scars of it are felt to this very day in the hearts and minds of the Korean people whether they a north or south of the DMZ. It was a war that, whether one agrees with it or not, shapes the attitudes and beliefs of millions of people on either side of the demilitarized zone, and also of the countless others who seek to understand contemporary Korean culture and society.
Objectives
SWK that the causes of the Korean war are varied. That its origin started years, perhaps even decades before the shooting started on June 25, 1950.
SWK that the Korean impacted on the lives of many people. In discovering these they will encounter differing views of what historical text and documents tell them and what witnesses to the events experienced and remember.
SWK that there were many forces at work which led to the conflict known as the Korean War.
Major Project Assignment for Unit III Conflict in the Pacific
Note that the assignment below will be entered into the grade book program as a 'Test and Projects' grade and thus it carries considerable weight towards determining your final grade for this course. (N.B.: The entire content of this unit WILL become part of the material tested in the final exam for this course. Thus, what was explored above in your reading of Rape of Nanking, Japanese war crimes and some level of Korean culpability in World War II in the Pacific, as well as the content of this section can be on the final exam. Be sure to take notes for easy review.)
Below is the assignment for this unit. Be sure to read it thoroughly so that you understand completely what is expected of you. This is a challenge that you must solve and do so well. Know that what you do in this assignment will become part of your own knowledge and understanding of how the Korean War impacted on the life (lives) of people you know.
ALTERNATIVE TO THE KOREAN WAR ORAL HISTORY PROJECT
Some students may not for personal or private reasons be able to interview a person for the 'Korean War Oral History Project'. Those students that are unable to do so, MUST complete the following essay assignment.
Using the DBQ Questions relating to the Korean War that were handed out in class. All questions MUST be answered in complete sentences, neatly and in ink (blue or black). This is required of ALL students any way.
You are to answer the question below in a persuasive essay. Your essay must include reference to at least two of the sources from the document given to you in class. As well, you should cite at least two outside sources in your essay. Grading will be as per that same rubric used to evaluate your in-class essay exam. MLA formatting of sources is required. (See left hand margin for information regarding the rubric and MLA formatting under 'Essays'.) Choose one of the following questions to answer.
To what extent was the United States responsible for creating the conditions which eventuated in the Korean War?
Should the United Nations forces in the Korean War have crossed the 38th Parallel and invaded the north?
Begin this unit by watching the video below. It provides a timeline of the entire war.
In preparation for your next class, you must have read the following and have completed the learning activities attached. A grade will be given for these under "Course Work"
Read "Korea: Liberation, Division, and War, 1945-53" on pp. 376-387 of Pacific Century. This is a very instrumental read to your comprehension of how the politics of Korea during the post-colonial era created the conditions for a civil conflict.
Copy the exercise below into a Google Doc - the questions on it are for the reading above. Examine those questions first as this will help you in your reading of the text when it comes to looking for discrete pieces of information sought in the document. Be sure to create a document utilizing the following format: F Family name Given Name Korean War Questions 1
Before we can look at the events of World War II in the Pacific and begin to understand the contents of the Rape of Nanking, we must first examine the underlying cause of misunderstandings and hostilities that were simmering between the USA and the Empire of Japan. Our first lesson will explore the events leading up to and including the seizure of Manchuria by Japan in 1931.
Readings for this unit:
pp. 204-14 - "Japan and the United States at War"
pp. 376-387 - "Korea: Liberation, Division and War, 1945-53"
Lesson I Events Leading to the Manchurian Crisis
Guiding question:
What accounts for the growing hostility that had developed between the United States and Japan by the early 1930s?
Classroom Activities (Course work and Participation grades)
The United States, Japan, and the 'Open Door in China' (Participation)
Japan's Grievances (Participation and Course Work)
The United States and the Manchurian Crisis
Lesson II The Second Sino-Japanese War (1937-45)
This marks the second war fought between China and Japan in less than fifty years. This war, though, lasted considerably longer with far more casualties roughly 10 million Chinese died in this conflict alone. As well, during this war and the one Japan fought in the Pacific several incidents of crimes against humanity and against the Geneva Convention were committed by the Japanese military. The Rape of Nanking and the forced sexual servitude of young women in occupied territories are just two of the atrocities which took place at this juncture in history.How should war crimes and human rights violations during war being addressed when said conflict has ended?
Task 1 Think/Pair/Share
Part I
Take 10 minutes to jot down your answers to the following questions. Think deeply about these questions; today in The Hague and elsewhere men and women are on trial for war crimes.
Are there rules for war?
If there are rules for war, who makes them?
Who ensures that the rules are followed?
What happens if the rules are not followed?
Part II
Share your answers with your group (Groups will have been assigned). Form a document using Google Doc that you will share your collective responses to these questions with me. Then, with your group read through Handout 1.1 War Crimes and International Law. A more detailed document appears in the International Red Cross web site. Now that you have this document in your hands, consider your group's decision on the aforementioned questions. Are there any changes that you wish to make? Again, let me know.
Part III Looking into the War Crimes of the Japanese Imperial Army
This marks the true start to our focus and why we are using the book Rape of Nanking. We will now begin to examine Japan's war crimes. Naturally this is a challenging part of the course and what you will read and have read may have been very upsetting to you. The revelation of crimes is essential if we are to proceed to take the right action and have the right mind in resolving the issues revealed in these crimes.
Look at the Handouts 2.2 The Rape of Nanking and Other Atrocities, 1.3 Nanking Massacre, and 1.4 Sexual Slavery.
Groups then will create a chart using Google Doc (shared and shared with me) whereby you identify at least four war crimes committed by Japan and the international laws which oppose those crimes.
Part IV Finale
Fishbowl Discussion (Socratic Seminar)
I.) Preparation.
To prepare for our discussion each group will have the remainder of this class and about one half hour of next to generate some ideas to the directing questions below. These should act as a review for you. The same system of grading will be used for this and will be prepared ahead of the date for the Fishbowl Discussion on Japan's War Crimes. Some - not necessarily 'all' - of these questions should be addressed in your fishbowl.
Identify some of the problems and issues of atrocities.
What concerns you most of the atrocities described in the articles and in RON? Explain your reasons?
How did those that set up the International Safety Zone try to help the people of Nanking? What possible risks did the members of the Safety Zone face? How do you think you would react in this situation?
Think about all of the atrocities described. What would allow such atrocities to happen?
What lessons can be learned from the study of these historical events?
II.) Presentation of discussion.
We have six groups presenting. The first 20 minutes of class on this day will be allocated to having Group 1 discuss while Group 2 evaluates (10 minutes each). The same goes for Groups 3 & 4, 5 & 6. These discussions will be going on simultaneously. Then we will bring the entire class together for the the next 10 (or more minutes).
Finally, I will be asking that you do a little self-assessment of your preparation and performance in this fishbowl.
Korean Involvement in World War II
Some Korean people had a role to play within the Japanese military. Below are some links to some sources of information. Have a look at the wikipedia site (I know, we should not be using this as a source for academic work, but it is a place to start). There is not a lot of readily available material on this topic on the internet - at least in the short period of time I allocated to research. That said, though, there is sufficient reason to conclude that participation by some Korean men in the Japanese military resulted in their being tried, and in some cases convicted of war crimes (Class B and C primarily).
Korea Under Japanese Rule - Go directly to the portion labeled "Koreans in the Japanese Military"
The Marmot's Hole - This is a blog (Blogs are opinions, but the links on this site are to Korean news which describes the Korean Truth Commission which ultimately cleared many Korean war criminals in 2006. This, no doubt, created (still creates?) quite a stir among some. Your feelings regarding this should also be examined during your Fishbowl discussion.
Mochi Thinking - This is another blog (my apologies) the author, though, presents a well articulated argument against the Truth Commission's decision to clear those Korean men that were convicted of war crimes. His writing is sound and he has no bones to pick with Koreans per se (something I cannot say about the author of the Marmot's Hole). That said, though, he provides what I feel is a balanced perspective on the culpability of some who served in the Japanese Imperial Army.
I sincerely want you to thoroughly digest the information presented in these website for two very important reasons. First, you need to examine war crimes and how we decide on guilt. Here lies on of our biggest challenges; Could Koreans in the Japanese military actually be found guilty of crimes when they were possibly coerced into joining the Japanese military? Second, the seeds of the Korean War were sown during the Japanese Annexation of Korea. What began in 1910 fomented diverse Korean responses as expressed by communist nationalists and right-wing nationalists. It is all to easy to simply blame the division of the peninsula on Soviet and American policies. Certainly this is true, but to assume that in their absence the post-colonial period in Korea would have been peaceful and unified doesn't follow from the animosities generated during the colonial period. Thus, to understand the causes of the Korean War you must know about this era.
The Korean War
Introduction
The Korean has great significance to our studies for a few reasons. It was the first conflict involving the United Nations as a 'peace making' force. This truly was significant because one of the failures identified for the fall of the League of Nations was its lack of taking definitive action against agressor nations such as Japan (see above). As well, Korea represented one of those places that actually became a 'hot war' during the Cold War. It was, in no small way, a war fought by or for the super-power rivals of the Cold War, the USA and the Soviet Union. Essentially the Korea War is referred to as a proxy war of sorts. It is a war where a super-power fights an ally of its opposing rival. The Vietnam War is a better example of this, though. As well, the Korean War was also a limited war. That is, despite the threats otherwise to make this a far larger war in scope and character by some leaders in it, i.e. General Douglas MacArthur, the war was almost exclusively fought on the Korean peninsula. Finally, and for some of you, most importantly, this is a war that separated brother from brother. A war that destroyed trust and a chance for harmonized economic, political and social growth as a unified state of the Korean people. The scars of it are felt to this very day in the hearts and minds of the Korean people whether they a north or south of the DMZ. It was a war that, whether one agrees with it or not, shapes the attitudes and beliefs of millions of people on either side of the demilitarized zone, and also of the countless others who seek to understand contemporary Korean culture and society.
Objectives
SWK that the causes of the Korean war are varied. That its origin started years, perhaps even decades before the shooting started on June 25, 1950.
SWK that the Korean impacted on the lives of many people. In discovering these they will encounter differing views of what historical text and documents tell them and what witnesses to the events experienced and remember.
SWK that there were many forces at work which led to the conflict known as the Korean War.
Major Project Assignment for Unit III Conflict in the Pacific
Note that the assignment below will be entered into the grade book program as a 'Test and Projects' grade and thus it carries considerable weight towards determining your final grade for this course. (N.B.: The entire content of this unit WILL become part of the material tested in the final exam for this course. Thus, what was explored above in your reading of Rape of Nanking, Japanese war crimes and some level of Korean culpability in World War II in the Pacific, as well as the content of this section can be on the final exam. Be sure to take notes for easy review.)
Below is the assignment for this unit. Be sure to read it thoroughly so that you understand completely what is expected of you. This is a challenge that you must solve and do so well. Know that what you do in this assignment will become part of your own knowledge and understanding of how the Korean War impacted on the life (lives) of people you know.
Korean War Oral History Project
ALTERNATIVE TO THE KOREAN WAR ORAL HISTORY PROJECT
Some students may not for personal or private reasons be able to interview a person for the 'Korean War Oral History Project'. Those students that are unable to do so, MUST complete the following essay assignment.
Using the DBQ Questions relating to the Korean War that were handed out in class. All questions MUST be answered in complete sentences, neatly and in ink (blue or black). This is required of ALL students any way.
You are to answer the question below in a persuasive essay. Your essay must include reference to at least two of the sources from the document given to you in class. As well, you should cite at least two outside sources in your essay. Grading will be as per that same rubric used to evaluate your in-class essay exam. MLA formatting of sources is required. (See left hand margin for information regarding the rubric and MLA formatting under 'Essays'.) Choose one of the following questions to answer.
To what extent was the United States responsible for creating the conditions which eventuated in the Korean War?
Should the United Nations forces in the Korean War have crossed the 38th Parallel and invaded the north?
Begin this unit by watching the video below. It provides a timeline of the entire war.
Go to:
http://video.about.com/asianhistory/Timeline-of-the-Korean-War.htm
Lesson 1
In preparation for your next class, you must have read the following and have completed the learning activities attached. A grade will be given for these under "Course Work"
- Read "Korea: Liberation, Division, and War, 1945-53" on pp. 376-387 of Pacific Century. This is a very instrumental read to your comprehension of how the politics of Korea during the post-colonial era created the conditions for a civil conflict.
- Copy the exercise below into a Google Doc - the questions on it are for the reading above. Examine those questions first as this will help you in your reading of the text when it comes to looking for discrete pieces of information sought in the document. Be sure to create a document utilizing the following format: F Family name Given Name Korean War Questions 1
- Here is the Korean War 1
Korean War 1.pages
- Details
- Download
- 116 KB
Lesson 2BELL ACTIVITY -
Having read the pages mentioned in 'Lesson 1', this will be done in class. If absent, you are responsible for completing this.
Lesson 3
Using The Cold War/Korean War go to Revision Notes Collapsable use this to take notes. Then do Fling the Teacher for a Review exercise